ABSTRACT
Research in the area of language, speech, social-emotional development, and deafness has focused on a search for predictors of successful outcomes. Until recently, robust predictors of successful language outcomes were difficult to determine. The literature contains examples of children who are deaf or hard of hearing who are able to maintain developmental profiles similar to their hearing peers. Unfortunately, these children represent the minority of the population of children with significant hearing loss-not the majority.
A series of developmental studies have been conducted at the University of Colorado on the language, speech, and social-emotional development of deaf and hard-of-hearing children in the State of Colorado. The vast majority of these children (99%) receive intervention services through the Colorado Home Intervention Program (CHIP).
Several outcomes have been observed in following over 400 children in Colorado with significant hearing loss. There is a significantly higher number of children who have developed and maintained age-appropriate language skills, both orally and in sign language. There is a significantly more competent sign language level in children entering kindergarten. Most children with all degrees of hearing loss, except profound loss (when using traditional amplification), have developed intelligible speech by the time they enter kindergarten, regardless of their mode of communication and even when they have additional disabilities. In general, the research indicates that there are more children who are linguistically competent in two modalities, visual and auditory.
KEYWORD
Deaf - hearing impaired - language - speech
